Challenges in Higher Education Teaching Collaborations – a CAGE distance framework analysis

Abstract

Transnational teaching collaborations have many advantages, but also create challenges. Many challenges relate to distances between partner countries. The CAGE (cultural, administrative, geographic, economic) framework helps to assess and classify the impact of various distances. The framework was initially developed for a business context. We test the usability of the CAGE model in a higher education institution (HEI) context by relying on insights from an EU-teaching collaboration project. Within the project, students and lecturers from different HEIs consult real-life firms in going abroad. Teams from the home and the host country of the firms work together in these collaborations. We conclude that the framework is helpful for HEIs. Administrative distances seem to be the most crucial aspect in selecting the right partners for teaching collaborations, whereas geographic and economic distances are manageable. Cultural distances had less of an impact in our setting, but we expect a stronger impact for other projects. The teaching community can learn from the insights of the illustrated collaborations to avoid specific challenges and successfully set up cross-country teaching collaborations.

Team-Teaching in a Matrix Style: Addressing wicked-problems of MNEs in the context of sustainability

“…Despite the positive feedback and our own increased motivation to team-teach, we would feel more encouraged to try innovative forms of co-teaching if such approaches would be better-reflected in the administrative processes, as others have discussed before us (Härkki, et al, 2021;Ryan et al, 2005;Wohlgemuth et al, 2020).…”

“…The first challenge let us to try out a team-teaching approach, as team-teaching contributes to an improved teaching strategy planning (Marzocchi, Druken, & Brye, 2021), motivation and skill learning among students (Minett-Smith & Davis, 2020;Vesikivi, Lakkala, Holvikivi, & Muukkonen, 2019). Two of us had first experience in co-teaching (Wohlgemuth, Saulich, & Lehmann, 2019), but none of us had experience with a full teamteaching approach, especially as our administrative procedures disincentives team-teaching (Wohlgemuth, Lehmann, & Ammeraal, 2020). Each of us would get only a third of the course accredited in her teaching hours, hence, all hours spent jointly in class would be unaccredited teaching obligation for us.…”

International Market Selection for Frozen Shrimp Exports From Thailand: An Integration of Cage Distance Framework and Data Envelopment Analysis

“…In addition, the CAGE distance framework has been utilized to analyze the challenges of international market selection, subsidiary strategy, and expatriate destination matching. Studies by Tokas and Deb (2020); Maciel et al (2020);and Wohlgemuth et al (2020) demonstrated the framework's application in understanding market selection, subsidiary strategy, and expatriate destination matching, providing valuable insights into the decision-making processes of multinational enterprises. Moreover, the framework has been employed in the context of target market selection, psychological distance, and export market obstacles.…”

“…This framework had been extensively applied in various studies. These applications had highlighted its significance in understanding complexities, guiding strategic decisions, and offering valuable insights into multinational enterprises' decision-making processes (Doanh et al, 2020;Ferreira & Falcão, 2019;Long et al, 2023;Tokas & Deb, 2020;Maciel et al, 2020;Wohlgemuth et al, 2020;Malhotra et al, 2009;Dow, 2000;Miloloža, 2015). Using the attributes of the CAGE distance framework, this research employed the Data Envelopment Analysis (DEA) model in recognition of the complex decision-making process involved in choosing an international market.…”